02054nas a2200421   4500000000100000000000100001008004100002260001200043653001600055653004100071653003400112653003000146653002300176100002500199700001800224700001800242700002200260700001400282700001900296700002400315700002100339700002800360700001800388700001900406700001700425700002000442700001900462700001800481700001600499700002200515700001700537245008000554856005800634300001200692490000600704520090800710022001401618       2025                            d  c03/202510aAI Literacy10aArtificial Intelligence in Education10aEuropean Countries Comparison10aHigher Education Research10aPolicy Development1 aChristian M. Stracke1 aDai Griffiths1 aDimitra Pappa1 aSenad Bećirović1 aEdda Polz1 aLoredana Perla1 aAnnamaria Di Grassi1 aStefania Massaro1 aMarjana Prifti Skenduli1 aDaniel Burgos1 aVeronica Punzo1 aDenise Amram1 aXenia Ziouvelou1 aDora Katsamori1 aSonja Gabriel1 aNurun Nahar1 aJohannes Schleiss1 aPaul Hollins00aAnalysis of Artificial Intelligence Policies for Higher Education in Europe  uhttps://www.ijimai.org/journal/bibcite/reference/3553  a124-1370 v93 aThis paper analyses 15 AI policies for higher education from eight European countries, drawn from individual universities, from consortia of universities and from government agencies. Based on an overview of current research findings, it focuses the comparison of different aspects among the selected AI policies. The analysis distinguishes between four potential target groups, namely students, teachers, education managers and policy makers. The paper aims at contributing to the further development and improvement of AI policies for higher education through the identification of commonalities and gaps within the existing AI policies. Moreover, it calls for further and in particular evidence-based research to identify the potential and practical impact of AI in higher education and highlights the need to combine AI use in (higher) education with education about AI, often called as AI literacy.  a1989-1660